Abstract: With the help of the SPSS21.0 tool, and using the data related to the course of Economic Law of the University of Electronic Science and Technology of China from 2013 to 2018, this article uses the independent sample T test method to compare the learning effects of students under the two teaching types, namely “traditional lecture-style large class” and “inquiry-based small class”, to detect whether there are differences between them. Empirical research shows that there are significant differences in students’ learning effects under two different teaching modes, and that inquiry-based small class teaching is more conducive to improving students’ learning effects; The following factors have led to differences in student learning effects such as different teaching forms, teaching objectives, teaching scale and other factors under the two teaching modes. This article proposes that in the teaching reform, the content of multiple assessments should be continuously enriched ; the proportion of final scores at the end of the period should be appropriately reduced ; and advices such as differentiated implementation should be paid full attention to when conducting small class teaching.